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Course Profile Basic Literacy Skills,
ELDBO, Level 2, Open, Public
Course Overview
Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen’s Printer for Ontario, 2000
Public District School Board Writing Team – English Literacy Development
Lead Board
Toronto District School Board
Course Profile Writing Team
Hazel Excell
Sandra Katz
Alison Kelsey
Barbara Landry
Barbara Leitch
Lesley Macdonald
Paula Markus (Team Leader)
Betty Ann Taylor
Moira Wong
Word Processing Consultant
Françoise Laraia
Course Overview
English Literacy Development, Basic Literacy Skills, Level 2, Open
Course Title: Basic Literacy Skills
Course Type: Open
Development Date: February 2000
Ministry Course Code: ELDBO
Credit Value: 1
Secondary Policy Document: ESL/ELD
Course Developers: Hazel Excell, Sandra Katz, Alison Kelsey, Barbara Landry, Barbara Leitch, Lesley Macdonald, Paula Markus, Betty Ann Taylor, Moira Wong
This course helps students to develop basic literacy skills and to understand the changing world around them. Students read for information and enjoyment, expand their vocabulary, produce some simple forms of writing, and develop and use fundamental study skills. Students also learn to participate effectively in group tasks and to use school and community resources.
|
Unit 1 |
Ad Smart |
25 hours |
|
Unit 2 |
Adventures: Journeys into the Unknown |
20 hours |
|
Unit 3 |
The Community: Beyond Your Front Door |
20 hours |
|
Unit 4 |
Planning Your Personal Path |
20 hours |
|
Unit 5 |
Newspapers: Read All About It! |
25 hours |
Time: 25 hours
Description
Students identify and begin to analyse advertisements found in environmental print, newspapers, magazines, radio, and television. Students locate and understand key information found in ads, design coupons, write and illustrate simple ads, and create and perform dialogues. The writing activities focus on descriptive words, completing charts and forms, and creating vocabulary and response logs. Teachers assist students in using word-processing and graphics software to enhance their print advertisements. As a culminating activity, students individually create a print ad and present it to the class.
Strand(s) and Expectations
Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence
Overall Expectations: BORV.01L, BORV.02L, BORV.03L; BREV.01L, BREV.02L, BREV.03L, BREV.04L; BWRV.01L, BWRV.02L, BWRV.03L; BSCV.03L, BSCV.04L.
Specific Expectations: BOR1.01L, 1.02L, 1.03L, 2.01L, 2.02L, 3.01L, 3.02L, 3.03L; BRE.01L, 1.02L, 1.04L, 1.05L, 1.06L, 2.01L, 2.02L, 2.03L, 3.01L, 3.02L, 3.04L, 4.02L, 4.03L; BWR1.01L, 1.02L, 1.03L, 1.04L, 1.05L, 2.01L, 2.02L, 2.03L, 2.04L, 2.05L, 3.02L 3.03L, 3.04L; BSC2.01L, 2.05L, 2.06L, 2.07L.
Time: 20 hours
Description
This unit uses the themes of adventure and travel to heighten interest in reading and writing. Students have the opportunity to share personal adventures, read simple fiction and non-fiction, extract information from reference texts, and maintain a log of reading materials. Students use some elements of the writing process to plan their writing. As a culminating activity, students individually create and present an illustrated travel adventure album.
Strand(s) and Expectations
Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence
Overall Expectations: BORV.01L, BORV.02L, BORV.03L; BREV.01L, BREV.02L, BREV.03L, BREV.04L; BWRV.01L, BWRV.02L, BWRV.03L; BSCV.03L, BSCV.04L.
Specific Expectations: BOR1.01L, 1.02L, 1.03L, 2.01L; BRE1.01L, 1.02L, 1.03L, 1.04L, 1.05L, 1.06L, 2.02L, 3.02L, 3.04L, 4.01L, 4.02L, 4.03L, 4.04L; BWR1.01L, 1.05L, 2.01L, 2.02L, 2.03L, 2.04L, 3.01L, 3.02L, 3.03L, 3.04L;BSC2.01L, 2.04L, 2.05L, 2.06L.
Time: 20 hours
Description
This unit provides an opportunity for students to become better acquainted with their community and its resources. Using short fiction and non-fiction materials, students examine jobs and services in communities throughout Ontario. Students research services in their own community and participate in identifying and discussing community issues. The unit provides further opportunities to develop appropriate vocabulary as well as accuracy in verb tenses. For the culminating activity, students develop questions about their community for research; gather, record, and chart their information; and demonstrate their knowledge of their community by organizing a classroom Community Fair.
Strand(s) and Expectations
Strand(s): Oral and Visual Communication: Reading: Writing; Social and Cultural Competence
Overall Expectations: BORV.01L, BORV.03L; BREV.01L, BREV.02L, BREV.03L, BREV.04L; BWRV.01L; BWRV.02L, BWRV.03L; BSCV.01L, BSCV.02L, BSCV.03L, BSCV.04L.
Specific Expectations: BOR1.01L, 1.02L, 1.03L, 3.03L; BRE1.01L, 1.02L, 1.03L, 1.04L, 1.05L, 1.06L, 2.01L, 3.01L, 3.02L, 3.03L, 3.04L, 4.01L, 4.02L, 4.03L; BWR1.01L, 1.02L, 1.03L, 1.05L, 2.01L, 2.02L, 2.03L, 2.04L, 2.05L, 3.02L, 3.03L, 3.04L; BSC1.01L, 1.03L, 2.01L 2.02L, 2.05L.
Time: 20 hours
Description
The focus of this unit is to help students identify and present some key personal and educational goals. Through the introduction of a variety of learning strategies and study skills such as time management techniques, notebook organization, and homework logs, students develop their ability to organize for school success, interact more confidently in the school environment, and plan for their future. Students create a personal time capsule that reflects their current situation and plans for their future.
Strand(s) and Expectations
Strand(s): Oral and Visual Communication: Reading: Writing; Social and Cultural Competence
Overall Expectations: BORV.01L, BORV.02L; BREV.01L, BREV.02L, BREV.03L, BREV.04L; BWRV.01L, BWRV.02L, BWRV.03L; BSCV.03L, BSCV.04L, BSCV.05L.
Specific Expectations: BOR1.01L, 1.02L, 1.03L, 2.01L, 2.02L, 3.03L; BRE1.01L, 1.02L, 1.03L, 1.04L, 1.05L, 1.06L, 2.01L, 3.01L, 3.02L, 3.03L, 3.04L, 4.01L, 4.02L, 4.03L; BWR1.01L, 1.03L, 1.04L, 1.05L, 1.06L, 2.01L, 2.02L, 2.03L, 2.04L, 2.05L, 3.03L, 3.04L; BSC1.03L, 2.01L, 2.03L, 2.04L, 2.05L, 2.06L, 2.07L, 3.01L.
Time: 25 hours
Description
Students examine a newspaper’s structure and common language elements such as the short phrases of headlines and basic newspaper vocabulary. The newspaper is used as a vehicle for developing reading fluency and for becoming better informed about community, national, and global issues. Students apply the stages of the writing process as they develop accuracy in written communication through writing short newspaper items. The culminating activity is the design and publication of a class newspaper using simple word-processing and graphics software.
Strand(s) and Expectations
Strand(s): Oral and Visual Communication: Reading: Writing; Social and Cultural Competence
Overall Expectations: BORV.01L, BORV.03L; BREV.01L, BREV.02L, BREV.03L, BREV.04L; BWRV.01L, BWRV.02L, BWRV.03L; BSCV.01L, BSCV.03L, BSCV.04L.
Specific Expectations: BOR1.01L, 1.02L, 1.03L, 3.02L, 3.03L; BRE1.01L, 1.02L, 1.03L, 1.04L, 1.05L, 1.06L, 2.01L, 3.01L, 3.02L, 3.03L, 3.04L, 4.02L, 4.03L; BWR1.01L, 1.02L 1.05L, 2.01L, 2.02L, 2.03L, 2.04L, 2.05L, 3.01L, 3.03L, 3.04L; BSC1.04L, 2.01L, 2.05L.
This ELDBO course is designed to provide an accelerated program of literacy development for students who have significant gaps in their previous education. This course is for students of all language backgrounds who have recently arrived from countries where access to education may have been very limited and who have not had opportunities to develop age-appropriate literacy skills in their first language. Some students taking ELDBO may have already taken ELDAO, but in other cases it may be the student’s first ELD course in the Ontario school system.
New students enter the school system throughout the year. Continuous intake implies that orientation to school and community is ongoing. New students have to be made aware of school rules, routines and expectations. Those who have been in class longer can assist with the orientation of newer students. Adolescents taking the ELDBO course need support and encouragement. Teachers should be aware of the sensitivity of teenagers who are trying to close gaps in their educational background. The importance of building confidence and self-esteem cannot be overestimated. It is imperative that the ELD classroom be a safe and supportive environment. The role of the ELD teacher in facilitating literacy development and promoting school success for these teenage learners is crucial in their adjustment to the demands of the high school setting.
Although this course is designed both for speakers of a second language and for students who speak a variety of standard English, teaching methodologies for the two groups differ. For example, speakers of another variety of English are able to follow and enjoy being read to at several levels above their own independent reading level. This gap is much narrower for speakers of other languages. Whenever possible, the two groups should be taught in separate instructional groupings. Large boards may be able to provide central programs for groups of students with booster courses in Math and adapted courses in other subject areas for part of the students’ day. Some schools have only one or two students who need an ELDBO course. Schools that receive ELD students must be prepared to provide a variety of human resources beyond the classroom teacher. Schools could involve community volunteers, administrators, paraprofessionals, peers, and families to ensure that these young people begin to acquire the skills that will allow them to reach their full potential.
Throughout the course, reading and writing activities have been developed from the students’ immediate needs. Students who are emergent readers and who have missed years of schooling may also need assistance with all areas of the high school curriculum, such as Mathematics and Science. Care has been taken when planning this course to integrate a focus on learning strategies such as time management and organization to help ELD students successfully meet the expectations from other subject courses. In addition to the detailed teaching and learning strategies presented in this course, a number of classroom routines and activities which are part of a balanced literacy program should be established at the beginning of the course. These include keeping an organized notebook; keeping a personal reading log; following along in a text while listening to materials being read aloud; silent reading; listening to taped books; keeping a personal vocabulary list; writing daily to record personal learning and feelings; and learning to work on co-operative group tasks.
All expectations in a course are to be taught and assessed. In this Course Profile, ˜ is used at the Unit and/or Activity level to indicate those expectations which are the specific teaching focus of that Unit and/or Activity.
Brainstorming, categorizing, checklists, comparing, co-operative learning, copying, cloze exercises, listening to radio, role playing, inquiry approach, modelling, advertising logs, response logs, vocabulary logs, patterned writing, viewing television and videos, authentic materials, guest speakers, oral presentations, sketching, homework, teacher-directed questions, charts and visual organizers, co-operative writing, guided reading and writing, read-along tapes, small group/pair work, word search, cognitive mapping, experience charts, think/pair/share, peer teaching, Internet searches, reading aloud to students, process writing.
The assessment and evaluation techniques used in this course are of diagnostic, formative, and summative types. They are constructed to link the teaching/learning strategies to the various curriculum expectations focussed on in each unit through the four categories of knowledge/understanding, thinking/inquiry, communication, and application which appear in the Achievement Chart of the ESL/ELD Curriculum Policy Document.
A number of different methods and tools are used for assessment and evaluation in this course, including: performance tasks, rubrics, portfolios, group and individual presentations, skits, workshops, written pieces in a variety of forms, quizzes, written tests, self and peer assessments, tracking of reading logs and journals, and diagnostic teacher observations.
The following is a list of general resources which provide an overview of teaching strategies for literacy instruction and assessment. The individual units contain extensive lists of readers, texts, and other material related to specific unit topics.
Bell, Jill and Barbara Burnaby. A Handbook for ESL Literacy. Toronto: OISE Press, 1984.
Booth, David, ed. Literacy Techniques for Building Successful Readers and Writers. Markham, Ontario: Pembroke Publishers, 1996.
Coelho, Elizabeth. Caribbean Students in Canadian Schools, Book 2. Markham, Ontario: Pippin Publishing, 1991.
Green, J. The Ultimate Guide to Classroom Publishing. Markham, Ontario: Pembroke Publishers, 1999.
Gunderson, Lee. ESL Literacy Instruction: A Guidebook to Theory and Practice. Englewood Cliffs, New Jersey: Prentice Hall, 1991.
O’Malley, J. Michael and Lorraine Valdez Pierce. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Addison-Wesley, 1997.
Shapiro, Norma and Jayme Adelson-Goldstein. The Oxford Picture Dictionary: Monolingual Canadian Edition. Toronto: Oxford University Press, 1999.
In planning the ELDBO course, the teacher should take into account the needs of exceptional learners as set out in their Individual Education Plan. ELD students show the full range of learning exceptionalities as do other Ontario students. Some students arrive with already identified special learning needs, while the needs of others may be identified as their time in an Ontario school progresses. It is critical not to identify students as learning disabled on the basis of performance or behaviour that reflects a normal process of literacy development or a lack of prior educational opportunities.
It is important that ELDBO students have opportunities to develop competence in using computers and other technologies. Computer activities are integrated throughout the activities. Students are given opportunities to use draw programs; to produce and edit pieces of writing using word-processing programs; to do Internet research, and to access information through the use of CD-ROM software. Alternatives are suggested for schools that do not yet have adequate computer resources.
ELD teachers are expected to work closely with Guidance staff to help students explore the full range of educational and career opportunities available to them in their new country and educational setting and to ensure that the ELDBO students are included in school-wide career education initiatives. Specific units focussing on community resources and personal goal setting have been developed in this course profile to provide ELD students with extended opportunities to explore and begin to plan for a wide variety of career choices.
Students who are recent arrivals from other countries may have special health and safety needs. ELDBO students need confidence in handling health and safety situations in their new environment and they must also learn how to respond to situations effectively in spite of limited literacy skills. This ELDBO course includes activities which address students’ health and safety concerns such as researching community resources and services to which students can turn for health and safety information. ELD teachers are also encouraged to consult with school staff on some of the problems emergent readers may have with individual subject safety procedures and to together develop ways to address these problems.
Emotional health is as important as physical health and safety. The experience of immigration, even in the smoothest of circumstances, involves feelings of loss and disorientation for many students. The units and activities have been carefully chosen and structured to relate to the cultural adjustment process. Teachers are expected to be sensitive to the range of experiences that students bring with them and to recognize the equal legitimacy of students choosing to share or keep private their experiences and feelings resulting from the trauma of war, flight, loss and family dislocation.
A school environment that is free of racial and sexual harassment is as important to students as being in a physically safe environment. Teachers should ensure that students are aware of important school rules and routines for personal safety and should also review with the students their board’s racism and sexual harassment policy. Students should be assisted with how to report problems and to get help if they are being harassed in any way.
Coded Expectations, Basic Literacy Skills, ELDBO
Overall Expectations
BORV.01L
– participate in discussions about personal experiences and opinions;
BORV.02L
– recognize different levels of formality in spoken English and use language appropriately in specific situations;
BORV.03L
– create and analyse simple media works.
Developing Proficiency in Oral Communication
BOR1.01L
– use appropriate language to facilitate classroom and group discussions (e.g., to keep a discussion on task; to agree or disagree);
BOR1.02L
– use common expressions and language patterns for a variety of language functions (e.g., use prepositions, adjectives, and sequence words to explain a process; use modals such as should and might to offer advice);
BOR1.03L
– present book talks or projects using visual aids (e.g., prepare and refer to a poster illustrating
a topic; develop a graphic organizer to provide an overview and use an overhead projector to show it to the class).
Using English in Socially and Culturally Appropriate Ways
BOR2.01L
– use informal language appropriately (e.g., with peers);
BOR2.02L
– use more formal language when necessary (e.g., to make introductions; to confirm an appointment; to apologize).
Developing Media Knowledge and Skills
BOR3.01L
– participate in discussions about the effects on consumer buying habits of television commercials and other forms of advertising;
BOR3.02L
– identify common elements of newspaper and magazine formats (e.g., columns, headlines, news stories);
BOR3.03L
– create headlines, posters, talk shows, or interviews related to classroom topics or personal reading.
Overall Expectations
BREV.01L
– read and listen to others read a variety of materials;
BREV.02L
– use some strategies to build vocabulary;
BREV.03L
– use some key reading strategies, with teacher guidance;
BREV.04L
– locate key information in simple print and non-print reference materials, with teacher guidance.
Reading and Responding
BRE1.01L
– read along while listening to stories and other materials being read aloud;
BRE1.02L
– identify and describe various forms of writing (e.g., poems, newspaper stories, letters);
BRE1.03L
– choose books for a variety of purposes, including personal enjoyment, with teacher guidance;
BRE1.04L
– read a variety of fiction and non-fiction materials designed or adapted for beginning learners of English (e.g., with controlled vocabulary and sentence structure);
BRE1.05L
– read personally selected material on a daily basis (e.g., participate in silent reading sessions in class; read a minimum number of pages at home each day);
BRE1.06L
– respond to personal reading in a variety of ways (e.g., write in reading logs; create posters; write “blurbs” for book jackets; participate in discussions with teacher and peers).
Developing Vocabulary
BRE2.01L
– use thematic word lists and knowledge of word families to build vocabulary;
BRE2.02L
– use learner dictionaries;
BRE2.03L
– identify synonyms, antonyms, homophones, and homonyms for familiar words.
Using Reading Strategies for Comprehension
BRE3.01L
– recognize familiar structures in new words (e.g., word endings, compound words, prefixes);
BRE3.02L
– use a variety of strategies to determine the meaning of unfamiliar words (e.g., break words into meaningful units; consult learner dictionaries);
BRE3.03L
– decipher simple texts, using rules about phonics and syllabification and knowledge of common prefixes, suffixes, and roots;
BRE3.04L
– use background knowledge and context clues to make inferences and predict outcomes (e.g., respond to instructions and questions such as Find a word that means the same as this one; Why do you think the main character in the story did that?; What do you think the main character will do next?).
Developing Research Skills
BRE4.01L
– find information in subject-specific sources (e.g., illustrated dictionaries, encyclopedias, CD-ROMs);
BRE4.02L
– record key words and information (e.g., on a graphic organizer provided by the teacher);
BRE4.03L
– use discussion to clarify understanding of information located (e.g., work collaboratively to share information and organize it in a chart under headings such as main ideas and examples).
Overall Expectations
BWRV.01L
– write for a variety of purposes in a variety of simple forms, with teacher guidance;
BWRV.02L
– use some elements of the writing process to plan writing;
BWRV.03L
– write simple texts following the conventions of standard Canadian English.
Relating Purpose to Form
BWR1.01L
– write short answers to oral and written questions about familiar topics;
BWR1.02
– participate in shared writing activities in small groups (e.g., contribute a sentence; suggest an alternative phrase);
BWR1.03L
– complete simple forms (e.g., an application for a library card);
BWR1.04L
– write daily to record personal learning, experiences, and feelings;
BWR1.05L
– write in a variety of forms (e.g., simple dialogues, retold stories, autobiographical accounts);
BWR1.06L
– organize notebooks for different subject areas, using titles, dates, and required forms (e.g., outline a format for solving mathematics problems).
Applying the Writing Process
BWR2.01L
– participate in structured prewriting activities (e.g., brainstorm writing topics; use graphic organizers to sort and classify information);
BWR2.02L
– compose a first draft of a specific form of writing, with teacher guidance (e.g., narrative, personal account, explanation);
BWR2.03L
– edit a first draft of a specific form of writing, with teacher guidance;
BWR2.04L
– use simple word-processing software to compose and edit pieces of writing, with teacher guidance (e.g., use “cut and paste” functions; use a spell checker);
BWR2.05L
– use simple graphics software to format and embellish pieces of writing, with teacher guidance (e.g., experiment with different fonts; centre text inside a border; import clip-art images).
Developing Accuracy in Written Communication
BWR3.01L
– use some common spelling patterns and rules (e.g., plural markers, silent letters, double letters, and the “i before e” rule);
BWR3.02L
– capitalize the beginning of sentences and frequently occurring proper nouns (e.g., names, countries, months);
BWR3.03L
– use some common verb forms (e.g., simple present, simple past, present progressive, simple future, forms of go plus infinitive);
BWR3.04L
– use correct punctuation in simple sentences, with some consistency (e.g., periods and question marks at the end of sentences, apostrophes in commonly used contractions).
Overall Expectations
BSCV.01L
– communicate information about current local, national, and global issues;
BSCV.02L
– demonstrate understanding of and respect for the wide variety of cultures and languages in Canada;
BSCV.03L
– use school and community resources;
BSCV.04L
– respond with increasing confidence to a variety of teaching and learning situations;
BSCV.05L
– identify some personal goals and use a variety of strategies to pursue them.
Developing Citizenship Awareness and Skills
BSC1.01L
– describe and compare cultural variations in non-verbal communication (e.g., gestures, facial expressions, eye contact);
BSC1.02L
– identify and discuss some cultures and languages in Canada (e.g., identify various Native peoples by name and participate in a group discussion about key features of their cultures; interview peers to obtain and compare information about specific cultural practices, such as the naming of children);
BSC1.03L
– participate in discussions about personal and social issues related to school and community events (e.g., preparing for exams; finding books in their own languages);
BSC1.04L
– contribute to teacher-led class discussions of important news events.
Adapting to the School Setting
BSC2.01L
– use school and community resources to support classroom learning (e.g., libraries, computers, tutoring programs, study rooms);
BSC2.02L
– identify and use a range of community resources (e.g., recreation centres, banks);
BSC2.03L
– record homework and other assignments in a specific place, such as a planner;
BSC2.04L
– use time-management skills to organize homework, complete assignments on time, and make up missed work;
BSC2.05L
– participate in directed group work;
BSC2.06L
– ask questions to obtain information and clarification from teachers and peers;
BSC2.07L
– express opinions appropriately in teacher-led classroom discussions (e.g., pay attention to peers’ and teacher’s comments; respond by building on peers’ and teacher’s comments; express disagreement politely).
Developing Personal and Career Goals
BSC3.01L
– identify some key personal and educational goals (e.g., complete a personal timeline
projecting five or ten years into the future, identifying key events and tasks along the way)